Contribution to My Learning and the Learning Community
Score: 95/100
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As I reflect on my growth in this course, I recognize that I have made consistent, meaningful contributions to both my personal learning and the learning of my peers. My learning journey this term has been guided by the principles of self-direction, collaboration, and authentic reflection, all of which are foundational to the ADL program (Harapnuik, 2016).
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Throughout this course, I fully embraced my role as a self-directed learner. I completed all readings, resources, and videos, often exploring beyond the provided materials to deepen my understanding of instructional design and leadership. I consistently met deadlines and submitted assignments early, allowing time for feedback and revisions. I also revised my work based on instructor and peer input to ensure that each submission represented growth and improvement.
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What worked well this term was my ability to take ownership of my learning process. I approached each project with curiosity, connecting course concepts like COVA and CSLE directly to my innovation plan: implementing ePortfolios for high school students. Integrating course principles into real-world contexts made my work more meaningful and impactful. My ePortfolio posts, such as COVA Reflection and Action Research Outline, demonstrate how I have internalized the program’s goal of transforming learning from compliance to creativity (Harapnuik, Thibodeaux, & Cummings, 2018).
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My biggest area for improvement is in balancing collaboration and reflection. While I was actively involved in group discussions, I sometimes focused so deeply on my individual projects that I didn’t always initiate enough peer dialogue outside our scheduled meetings. Moving forward, I want to make time for more informal collaboration, quick check-ins, shared resources, and open brainstorming sessions. I’ve learned that leadership is not about doing more alone; it’s about creating space for others to grow alongside you (Sinek, 2009).
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Collaboration was one of the highlights of this course. I worked consistently with my base group: Angela Speck, Tytiauna Goode, Tasha Brown, Faith Lopez, and Sonia Rodriguez, to share ideas, provide feedback, and celebrate progress. Our group chats and Zoom meetings became safe spaces for authentic reflection and problem-solving. We supported one another through revisions, discussed assignment interpretations, and encouraged each other during busy or stressful weeks. Their perspectives helped me see beyond my own experiences and challenged me to think more broadly about leadership and innovation.
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I also made intentional efforts to support my peers’ learning by providing constructive and detailed feedback. For example, during peer review activities, I offered suggestions grounded in research and course frameworks. I tried to respond thoughtfully, acknowledging strengths while offering clear, actionable next steps. I found that giving feedback not only helped others but also reinforced my own understanding. As Fink (2013) explains, reflection and feedback are key processes that deepen learning and build the foundation for lifelong learning.
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Another strength this term was my consistency and discipline. I treated this program like professional practice. planning my work ahead of schedule, staying organized, and engaging deeply with the readings. I found particular value in revisiting key texts like Creating Significant Learning Experiences (Fink, 2013) and Start With Why (Sinek, 2009), which reminded me that lasting change begins with clarity of purpose.
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As I continue to grow in this program, I want to focus on deepening my reflection process. Instead of just documenting what I’ve learned, I want to capture how I’ve changed, my thought process, mindset, and leadership evolution. I plan to integrate more multimedia into my ePortfolio, such as audio reflections or visual progress trackers, to make my growth more visible and authentic (Harapnuik, 2016).
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Overall, this course reinforced my belief that learning is a lifelong, iterative process. I’m proud of the work I’ve created, the relationships I’ve built, and the mindset I continue to develop. The ADL program has challenged me to move beyond compliance and embrace creativity. to not just complete tasks but to design with meaning.
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In the spirit of self-directed learning, I see this reflection not as an ending, but as a checkpoint, a moment to pause, celebrate progress, and set new goals for growth. I am deeply grateful for the learning community that has shaped this journey and for the opportunities to learn, lead, and reflect alongside such inspiring peers.
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References
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Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). Jossey-Bass.
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Harapnuik, D. (2016). Creating significant learning environments: A framework for innovation. Retrieved from https://www.harapnuik.org
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Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through authentic learning. Lamar University.
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Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Penguin Books.
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Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.